Life Skills Trainer

JOB DESCRIPTION

Life Skill Faculty Gurukul

Designation

Life Skill Faculty (Gurukul)

Function

Reports To

Centre Head / Program Coordinator, Gurukul

Training & Academics

Location

Gurukul Campus (as assigned)

Full-Time

Salary Band

25 k-40k CTC based on experience and academic qualifications

Parent Org: PreJHA Foundation

1. Position Purpose

The Life Skill Faculty at Gurukul is responsible for designing and delivering an integrated Life Skills and Foundational Employability curriculum covering communication, personality development, workplace readiness and emotional intelligence alongside functional proficiency modules in Mathematics & Measurement, English Language, and Digital Literacy. The role exists to make learners job-ready by combining behavioural/soft-skill training with the applied numeracy, literacy and digital competence that trades, nursing, and vocational placements demand.

2. Key Responsibilities

2.1 Curriculum Design & Training Delivery

• Design, plan and deliver structured Life Skills sessions on communication, decision-making, time management, teamwork, problem-solving and emotional intelligence, using role-plays, group activities and case discussions.
• Deliver dedicated functional-skill modules in Mathematics & Measurement, spoken/written English, and Digital Literacy as an integral, assessed part of the course (not optional add-ons) see Section 4 for proficiency standards.
• Adapt lesson plans to the entry-level ability of learners from rural, tribal and first-generation-literate backgrounds, and to the specific trade/vocational stream (e.g., nursing, technical trades) they are enrolled in.
• Use blended/technology-enabled methods (LMS, smart-class content, projected media) where infrastructure allows, while remaining effective in low-resource classroom settings.

2.2 Learner Assessment & Employability

• Conduct baseline, formative and summative assessments of numeracy, literacy, digital literacy and life-skill competencies; track and document learner progress against defined benchmarks.
• Conduct mock interviews, group discussions and personality-development sessions to prepare learners for campus placement and job interviews.
• Provide individual mentoring and remedial support to learners who fall short of minimum Maths, English or Digital Literacy benchmarks.

2.3 Administration, Reporting & Coordination

• Maintain attendance, session plans, assessment records and training MIS; prepare periodic progress reports for the Centre Head and Foundation office.
• Coordinate with subject-matter/vocational faculty, placement teams and external resource persons to align life-skill and functional training with trade curricula and placement timelines.
• Participate in learner counselling, admissions support and centre-level events (sports, cultural, edutainment) that build learner confidence and engagement.

2.4 Community & Institutional Engagement

• Represent Gurukul at community outreach, mobilisation and awareness events, particularly for first-generation learners and economically/socially disadvantaged groups.
• Uphold institutional values, safeguarding norms and a positive, inclusive classroom culture.

3. Educational Qualification

Essential:

• Graduate in any discipline (Bachelor's degree mandatory); B.Ed., or a degree/PG in English, Education, Humanities, Commerce or Management is preferred.

Desirable:

• Postgraduate qualification (M.A., M.Com., MBA, M.Tech, or equivalent).
• Certification or training in Life Skills / Soft Skills facilitation (e.g., Train-the-Trainer / TOT), Employability Skills (DDUGKY/PMKVY-aligned modules), or a diploma in Computer Applications.

4. Required Functional Proficiencies (Beyond General Life-Skill Experience)

In addition to general Life Skills training experience, candidates must demonstrate hands-on teaching proficiency in the four areas below. These are assessed separately during selection (see Section 8) and are treated as mandatory, not preferred, competencies.

4.1 Mathematics & Measurement

• Working command of basic and applied arithmetic: whole numbers, fractions, decimals, percentages, ratio & proportion, and simple algebra.
• Ability to teach units and systems of measurement (length, weight/mass, volume, time, temperature) and their practical, real-life and trade-relevant applications (e.g., dosage/quantity calculations, material/measurement tasks relevant to the learner's vocational stream).
• Capability to design simple numeracy-assessment tools and remedial numeracy exercises for learners with weak foundational math.

4.2 English Language

• Fluency in spoken and written English with the ability to teach functional/workplace English grammar basics, vocabulary, comprehension, letter/email writing, and spoken/interview English.
• Ability to teach bilingually (English along with Hindi/regional language) to support learners transitioning from vernacular-medium backgrounds.

4.3 Digital Literacy

• Proficiency in basic computer operations, MS Office/Google Workspace (Word, Excel/Sheets, PowerPoint/Slides), email and internet use.
• Ability to teach digital literacy fundamentals to first-time computer users device handling, online safety, use of government/employment portals, and basic use of a Learning Management System (LMS).

4.4 Life Skills / Employability Core

• Demonstrated ability to train communication, teamwork, decision-making, problem-solving, emotional intelligence and workplace-readiness topics through interactive, activity-based methods.

5. Experience Required

• Minimum 13 years of relevant teaching/training experience for an Assistant Faculty entry point; 5+ years of relevant experience preferred for the standard Faculty grade; 815+ years of weighted relevant experience for Specialist Faculty positioning (see fitment logic in Section 7).
• Experience in Life Skills, Soft Skills, English/Communication, Employability (DDUGKY/PMKVY-type programs), or school/college teaching is directly relevant; technical/vocational instructional experience (ITI, polytechnic, industry training) is also valued where it includes a measurement/numeracy teaching component.
• Prior experience designing or delivering Mathematics, Measurement, English or Digital Literacy modules will be weighted favourably during shortlisting.

6. Behavioural Competencies

• Strong verbal and written communication; ability to build rapport with diverse, often first-generation learners.
• Patience, empathy and active listening; adaptability to varied learner ability levels and emotional needs.
• Classroom and time management; structured lesson planning and record-keeping discipline.
• Collaborative mindset to coordinate with vocational faculty, placement teams and external experts.
• Willingness to travel/relocate within the Gurukul network and support community outreach activities.

7. Selection Process

• Screening of application/resume against qualification and experience criteria (Sections 3 and 5).
• Written/practical assessment of Mathematics & Measurement, English Language and Digital Literacy proficiency (Section 4).
• Demonstration / micro-teaching session on a Life Skills topic.
• Personal interview with Gurukul Operations team and HR.